<![CDATA[Purpose: This study addresses persistent student non-engagement and mark-centric behaviors by evaluating how a centralized Learning Management System (LMS) feedback repository promotes continuous feedback uptake, dialogic feed-forward processes, and learner agency. Method: Employing a sequential explanatory mixed-methods design, data were gathered from undergraduate and postgraduate students alongside academic staff across several faculties. Automated LMS interaction analytics, DEFT-adapted survey instruments, revision logs, student focus groups, and staff reflections were analyzed using repeated-measures ANOVA, linear regression, and thematic analysis. Findings: Repository implementation significantly increased feedback read duration, revisitation frequency, and action plan submissions. Low-performing students exhibited a substantial surge in feedback revisitation after completing required action prompts. Student feedback literacy scores improved markedly across all dimensions, with repository engagement serving as a significant positive predictor of subsequent academic achievement. Practical implications: The study offers higher education educators and curriculum designers a scalable, technology-mediated framework to disentangle numeric grades from feedback commentary, fostering self-regulated learning and actionable feedback literacy within blended learning environments. Originality/value: This research provides novel empirical evidence on how centralizing multi-source feedback—integrating peer, teacher, and AI-generated insights within LMS architecture—converts episodic commentary into longitudinal feedback spirals.]]>
Copyrights © 2024
